Research questions
The researcher investigates the issue through three research questions
3.1 What are COFER students‘ attitudes toward learning English?
3.2 What are the students‘ levels of motivation in learning English?
3.3 Is the students‘ motivation positively correlated with their learning achievement?
Scope of the study
The study focuses on COFER students who are beginning their English learning journey at the college level It specifically excludes an examination of teachers' perceptions regarding students' motivation and attitudes, as well as the methods that could influence these two key constructs.
Methods
The study employs a quantitative approach utilizing survey techniques to explore students' motivation in learning English The questionnaire is adapted from established research (Ahmet, 2008; Liu, 2007; Gardner, 1985; Clement et al., 1994) By analyzing the questionnaire findings alongside the final results of the English 1 course, the writer identifies the correlation between students' motivation and their academic achievement.
Design of the study
The research report will be organized in three parts as follows:
Part A – INTRODUCTION – includes rationale, aims of the study, research questions, scope of the study, methods, and design of the study
Part B – DEVELOPMENT – consists of three chapters:
Chapter 1 entitled LITERATURE REVIEW introduces theoretical background of the study with the clarification of the constructs via relevant theories This chapter also reviews previous studies related to this research
Chapter 2 named METHODOLOGY gives the information of participants, setting of the study, and data collection and analysis tasks
Chapter 3 – FINDINGS AND DISCUSSION – interprets the statistics from data collected and figure out the hindering of the data to answer the research questions
Part C – CONCLUSION – summarizes the findings, states limitations of the study and makes pedagogical recommendations to improve the situation after the study.
LITERATURE REVIEW
Motivation
Researchers acknowledge the significance of motivation in language acquisition, yet they remain divided on its precise definition and components Factors such as individual differences, situational contexts, social and cultural influences, and cognitive aspects contribute to this complexity, leading to ongoing debates in the field.
Initially, the concept was analyzed through a behavioral framework, where behaviorists sought to understand what triggers an inactive organism to become active, relying heavily on notions like instinct, drive, need, energization, and homeostasis (Weiner, 1990) Due to its complexity, direct investigation was deemed challenging, leading to the application of animal research to human behavior However, it became evident that this understanding was not applicable within educational settings.
The cognitive revolution of the 1960s marked a significant shift away from behavioral mechanical approaches to motivation, as highlighted by Piaget's cognitive developmental theory, which views motivation as an inherent drive towards the complex development of mental structures (Oxford & Shearin, 1994) This cognitive shift emphasized the individual's role in their behavior, leading educational psychologists to focus on why students engage in academic tasks rather than merely observing their actions and time spent on tasks, as was common in behaviorist approaches (Weiner, 1990; Rueda & Dembo, 1995) Concepts such as goals and levels of aspiration emerged, replacing outdated notions of drive and instinct, while individual differences gained prominence through psychological constructs like anxiety, achievement needs, and locus of control The 1970s and 1980s further introduced cognitive concepts such as self-efficacy, learned helplessness, and causal attributions, enriching the understanding of motivation in educational settings.
The Socioeducational Model, developed by Gardner in the 1960s to 1980s, is a significant framework in language learning motivation Gardner defines motivation as a blend of effort, desire to learn the language, and positive attitudes towards it He identifies two types of motivation: integrative and instrumental, with a strong focus on integrative motivation, which reflects learners' desire to communicate and connect with members of the target language community In contrast, instrumental motivation pertains to practical reasons for language acquisition, such as enhancing job prospects, increasing salary, or passing exams.
Integrative motivation is a fundamental aspect of Gardner's model, emphasizing the importance of attitudes towards the language being learned, its speakers, and the learning environment This model comprises three key components: integrative orientation, integrativeness, and integrative motivation According to Gardner (2001), motivation serves as the driving force behind language learning, characterized by the effort exerted, the desire to learn, and the enjoyment derived from the process Additionally, Belmsihri & Hammel (1998) and other scholars suggest that orientations represent long-term goals that, along with positive attitudes, play a crucial role in sustaining students' motivation.
Figure 1: A simple representation of the socioeducational model Adopted from Gardner (2001 12) The dotted square represents the borders of the integrative motivation
The self-determination theory, a key concept in motivational psychology, emphasizes the importance of autonomy, defined as the ability to make choices and regulate one's actions (Deci et al., 1991) This theory distinguishes between intrinsic motivation, driven by internal rewards like joy and curiosity, and extrinsic motivation, which relies on external rewards such as grades or praise By prioritizing autonomy and intrinsic motivation, the self-determination theory provides valuable insights for language teachers, shifting the focus from how to motivate others to how to create conditions that enable individuals to motivate themselves.
Noels (2001), referencing Vallerand, categorizes motivations in education into intrinsic and extrinsic types Intrinsic motivation (IM) includes three forms: IM-Knowledge (the joy of learning new information), IM-Accomplishment (the satisfaction of achieving goals), and IM-Stimulation (the enjoyment derived from engaging in tasks) In contrast, extrinsic motivation is divided into external regulation, introjected regulation, and identified regulation (Deci & Ryan, 2000) External regulation involves actions driven by external rewards or pressures, while introjected regulation refers to activities pursued to avoid feelings of shame Identified regulation occurs when individuals engage in activities for personally significant reasons, such as educational advancement Additionally, self-determination theory introduces the concept of amotivation, or learned helplessness, where individuals lack intention and see no connection between their efforts and outcomes, resulting in a lack of both intrinsic and extrinsic motivation (Noels).
Correlation between LLM and learning achievement
This research is based on Gardner‘s model (1985); therefore, the review of the correlation focuses on the correlation of motivation types categorized by Gardner and learning achievement
Gardner's motivation theory distinguishes between integrative and instrumental motivation, with integrative motivation often linked to higher achievement, suggesting its superiority (Crookes & Schmidt, 1991) However, Gardner acknowledges that the effectiveness of each orientation can vary depending on the social context, indicating that instrumental motivation may be more beneficial in certain situations (Williams, 1997) Au (as cited in Crookes & Schmidt, 1991) summarizes five hypotheses that support the prevailing notion of integrative motivation's superiority.
1 The integrative motive hypothesis: an integrative motive will be positively associated with SL achievement
2 The cultural belief hypothesis: cultural beliefs influence the development of the integrative motive and the degree to which integrativeness and achievement are related
3 The active learner hypothesis: integratively motivated learners are successful because they are active learners
4 The causality hypothesis: integrative motivation is a cause; SL achievement, the effect
5 The two-process hypothesis: aptitude and integrative motivation are independent factors in second language learning
Gardner's theories have significantly shaped research in second language acquisition, yet they face criticism, particularly regarding the integrative motive hypothesis and causality hypothesis The interpretation of empirical data supporting these theories is contentious, as various studies yield conflicting results While some variables, like age, can be controlled, others, such as cultural values, remain outside of researchers' control Oller, a prominent critic of Gardner, argues that the connection between affective factors and language learning is an "unstable non-linear function of high variability."
In his 1988 defense of the theory, Gardner highlighted significant correlations between integrative attitudes and language proficiency across numerous studies Later, in 2001, he discovered a strong link between integrative motivation and vocabulary acquisition Additionally, Ramage's 1991 study revealed that students motivated by an interest in foreign culture and language, rather than instrumental reasons, were more likely to persist in their language learning programs.
The relationship between integrative motivation and achievement suggests a possible causality, though this assumption remains speculative Both integrativeness and achievement may stem from an unidentified common cause Savignon and Strong (as cited in Crookes & Schmidt, 1991) have even suggested that the causality could be reversed; instead of a positive attitude towards the target language fostering proficiency, it could be that success in learning a second language enhances a positive attitude, while failure leads to a negative outlook.
Gardner has sought to enhance his original theory by incorporating additional factors into his socio-educational model, which includes variables such as integrativeness, attitudes towards the learning environment, and motivation (Gardner et al., 1992) Despite this expansion, many scholars still primarily associate Gardner with the initial dichotomy of integrative and instrumental orientations Researchers like Clément, Dörnyei, and Noels (1994) argue that these orientations are intertwined rather than opposing forces, suggesting that framing them as antithetical is unproductive Nonetheless, there is a consensus that integrativeness significantly influences achievement and proficiency in language learning (Benson, 1991; Clément et al., 1994; Crookes & Schmidt, 1991; Gardner et al., 1992; Ramage, 1991; Skehan, 1991; Spolsky, 1988), highlighting that even in academic contexts, student motivation is deeply rooted in social factors (Clément et al., 1994).
Previous studies about LLM and the correlation between LLM and learning
Research indicates a significant correlation between motivation and the success of language learners in second language acquisition (SLA) According to Krashen (2002), the 'affective filter' encompasses psychological factors such as anxiety, motivation, and self-confidence, which can either enhance or hinder the learning process A supportive, input-rich environment is essential for learners to feel relaxed, motivated, and self-assured in their language acquisition journey Krashen argues that learners who exhibit high motivation, self-confidence, a positive self-image, and low anxiety levels are more likely to succeed in SLA While some studies show a slight correlation, others reveal a stronger connection between these factors and language learning success.
Masgoret and Gardner (2003) conducted research to assess the impact of motivation and attitudes on second language acquisition They identified integrativeness and attitudes toward the learning environment as key factors influencing an individual's motivation to learn a second language While motivation directly contributed to language achievement, the study suggested that integrativeness and attitudes indirectly affected success by enhancing motivation.
In a study by Liu (2007), the attitudes and motivation of Chinese university students towards learning English were examined, along with their correlation to English proficiency Utilizing a modified 44-item survey based on Gardner's 1985 research on attitudes and Clément's 1994 study on motivation, self-confidence, and group cohesion, Liu surveyed 202 third-year non-English majors at Xiamen University The findings indicated that students exhibited positive attitudes and high motivation towards learning English, with a stronger inclination towards instrumental rather than integrative motivation Additionally, a positive correlation was found between the students' attitudes, motivation, and their English proficiency levels.
Humphreys and Spratt (2008) investigated Hong Kong tertiary students‘ motivation towards learning English, Putonghua and an elected language The results
The study revealed that students in Hong Kong are primarily driven by integrative motivation when learning English, despite recognizing its instrumental value Researchers highlighted the importance of focusing on integrative motivation, suggesting that teachers should leverage this aspect to enhance English learning among their students.
A survey conducted by Hsu (2009) on junior college students revealed that attitude, motivation, and effort together explain 19.5% of the variance in business English proficiency The study concluded that enhancing students' motivation is the most effective strategy for improving their proficiency in business English.
Wright and McGrory (2005) conducted research on the motivations behind participants enrolling in an Irish class, revealing that integrative motivation was a significant factor, surpassing instrumental motivation related to job opportunities Participants expressed a fondness for the language's sound in their daily lives Additionally, Peng (2007) explored the link between willingness to communicate in a second language and integrative motivation, finding that integrative motivation accounted for only a minor portion of the variation in communication willingness.
Phan and Le (2009) explored the English learning motivation of upper secondary school students in Quang Nam province, Vietnam, focusing on their learning goals and the factors influencing their motivation Utilizing a modified 8-item survey based on Gardener's AMTB and a 15-item survey on demotivating factors, the study involved 100 EFL students from four schools The findings indicated that students held a positive attitude towards learning English and displayed high motivation, with a stronger inclination towards instrumental rather than integrative motivation Additionally, the research highlighted that students' motivation was more adversely affected by subject-related factors than by those related to teachers.
Research indicates that attitudes toward learning a foreign language play a crucial role in language acquisition Gardner (2001) identifies this connection as part of integrative motivation, while Lai (1996) found a significant correlation in Hong Kong, revealing that students who enjoy English tend to achieve higher scores Furthermore, Aydın and Zengin (as cited in Aydin, 2009) support these findings, showing that learners' beliefs, attitudes, expectations, and emotional states significantly influence the foreign language learning process.
In a twenty-month study, Lamb (2007) examined the shifts in student motivation and learning engagement, revealing that while students initially held positive attitudes towards language learning, these attitudes deteriorated over time.
In summary, the relationship between motivation and learning achievement is evident in the studies reviewed, with some indicating a weak correlation while others affirm a stronger link Additionally, the researchers proposed strategies to boost both student motivation and academic success.
METHODOLOGY
Participants
The writer conducted a survey involving 85 freshmen majoring in Accounting at COFER, specifically from two classes, KT17A and KT17B, taught by a colleague At the time of the research, these classes were enrolled in English 1, using the course book "Profile 1" for pre-intermediate learners, authored by Jon Nauton and Mark Tulip and published by Oxford University Press in 2009 This three-credit course was the students' first English subject at the college, and prior to enrollment, all students completed a written entrance English test at the pre-intermediate level, which assessed grammar, vocabulary, pronunciation, reading comprehension, and writing skills Notably, all students successfully passed the test with scores exceeding five.
Setting of the study
College of Foreign Economic Relations specializing in business majors has four campuses including two in Phu Nhuan District, one in District 5, and the last in District
The research conducted in District 5, Ho Chi Minh City, Vietnam, involved college-level participants who completed an English 1 course consisting of 45 periods, with each week dedicated to a four-hour section Upon finishing this course, students progressed to English 2 in the second semester and further pursued English for Business Communication 1 and 2, which are essential for their graduation requirements.
Data collection
The motivation survey utilized in this study consists of 38 items adapted from Ahmet's 2008 survey, which partially replicated Liu's 2007 questionnaire Liu's work was based on adaptations of Gardner's 1985 framework and Clement et al.'s 1994 questionnaires.
The Motivation Survey (MS) utilized a five-point Likert scale, ranging from Strongly Disagree to Strongly Agree, assigning values from 1 to 5 for each response option The primary objective of the MS was to assess participants' motivational orientation and level The survey items were organized in a table format, mirroring the original framework by Ahmet (1985), with response options labeled as "SD" (Strongly Disagree), "D" (Disagree), "N" (Neither Disagree nor Agree), "A" (Agree), and "SA" (Strongly Agree) (refer to Appendix A).
The measurement scale (MS) comprised two sections: the first section focused on "Attitudes towards Learning English," which included the initial eight items, while the second section, titled "English-Learning Motivation Scale," contained thirty-six items Within this latter section, items 9 to 23 assessed integrative motivation, and items 24 to 38 evaluated instrumental motivation.
In the final section of the English 1 course, the researcher gathered student data through questionnaires He began by explaining his research objectives and emphasizing the importance of student cooperation, highlighting the benefits they would receive from participating Afterward, he distributed the questionnaires and guided the students on how to complete them.
He was available for the students‘ questions related to the questionnaires The
The writer classified items of two major parts in the questionnaire into smaller categories including positive attitudes (questions 1-3), negative positive (questions 4-
8), integrative motivation (questions 9-23), and instrumental motivation (questions 24-
The writer analyzed the average scores from five questionnaire categories to assess students' attitudes, overall motivation levels, and the comparison between integrative and instrumental motivation.
The writer employed a Likert scale, where average scores ranged from 1 to 5 Scores exceeding 3 were interpreted as positive values for the categories, while scores below 3 were classified as negative values.
The writer conducted a comprehensive analysis of motivation levels and types by employing two distinct methods First, the mean values from questionnaires were calculated for each motivation type, including general motivation and two specific types: integrative and instrumental, allowing for an assessment of the overall class tendencies It was found that each student exhibited both types of motivation, though one type typically dominated In the second method, students were grouped based on their predominant motivation type, and the writer calculated the percentage of each group relative to the total sample size.
The analysis of integrative and instrumental motivation involved categorizing similar items from the questionnaire into distinct factors For integrative motivation, questions 9-16 focused on individuals within English-speaking communities, questions 17-18 pertained to community activities, and questions 19-23 addressed aspects of culture and language In contrast, questions 24 and beyond were dedicated to assessing instrumental motivation.
25 were about job, questions 26-27 about social assumption, questions 28-31 about knowledge widening, questions 32-35 about enjoyable feelings, question 36 about entertainment, and questions 37-38 about communication tool
The study examines the relationship between student motivation and academic achievement, using the final test scores in English as a benchmark for learning outcomes The test comprised three components: speaking, listening, and writing, with a focus on grammar, vocabulary, reading, and writing skills in the writing section Notably, the writing score was weighted double before being combined with the scores from the other two sections The total score was then divided by four to determine the final result, following which the writer established a grading scale.
The researcher defined scores of seven and above as high, while marks below five were deemed failures He then analyzed each student's final results in relation to their motivation levels to identify any correlations The findings were categorized into two types of motivation: instrumental and integrative.
FINDINGS AND DISCUSSION
COFER students‘ attitudes toward learning English
The students‘ attitudes toward learning English were analyzed with the data in the following table
Attitude type Mean Positive Attitude 3.6 Negative Attitude 1.99
Table 1: The students’ attitudes toward learning English
The data indicates that students possess a positive attitude toward learning English, with a value exceeding 3, suggesting they enjoy the subject, albeit to a limited extent However, their attitude did not reach the anticipated levels of 4 or 5, indicating that certain challenges hinder their full appreciation of English as a favorite subject Additionally, the negative attitude score was nearly 2, signifying that students do not harbor negative feelings toward English Responses to questions 4 to 8 of the questionnaire further revealed that students do not dislike English and exhibit a sense of autonomy in their learning outside of school.
COFER students‘ motivation in learning English
The students‘ motivation in learning English was analyzed with the data in the table below
Motivation Type Mean General Motivation 3.73 Integrative Motivation 3.66 Instrumental Motivation 3.83
Table 2: The students’ motivation in learning English
It can be seen in Table 2 that the students‘ motivation was fairly high in general
The analysis revealed that the average motivation score was higher than 3, with the lowest item at 3.25 and the highest at 4.08, resulting in a significant gap of 0.83 This prompted the researcher to examine general motivation in smaller categories Integrative motivation scored 3.66, slightly below instrumental motivation at 3.83, indicating that students were motivated by both types However, fewer students demonstrated integrative motivation compared to instrumental motivation, suggesting a limited interest in the English language and its communities The primary reasons for learning English were tied to future job needs, communication, entertainment, and personal satisfaction While Table 2 reflects the overall motivation trends among participants, Table 3 will provide a clearer distinction among student groups favoring either motivation type and those exhibiting low motivation.
Table 3: Student groups arranged by motivation types
Table 3 categorizes students into three motivation types: integrative, instrumental, and low motivation The instrumental group was the largest, comprising 62 out of 85 participants, or 73% In second place, 12 students were integratively motivated, aiming to assimilate with the native community of their second language Additionally, 11 students, representing 13% of the total, fell into the low motivation category, studying English due to requirements or past failures.
Motivation type Number of students Percentage
Figure 2: The students’ integrative motivation components
The analysis of integrative motivation reveals that the desire to understand English-speaking cultures ranked lowest among students While they acknowledged the importance of this desire, their interest in fulfilling it was minimal Students often accessed English language and culture academically, lacking practical engagement, which led them to view culture and language as essential components of learning rather than enjoyable aspects Consequently, these elements did not hold the highest value in their integrative motivation Instead, students found communicative activities that fostered social integration to be more appealing, effectively enhancing their integrative motivation compared to the other factors.
Figure 3: The students’ instrumental motivation components
Figure 2 illustrates the six purposes for which students learn English, categorizing them into two distinct groups The first group, which shows a higher preference, includes job opportunities, knowledge acquisition, and entertainment In contrast, the second group, with lower preference values, encompasses social assumptions, enjoyable feelings, and the use of English as a communication tool.
In a recent study, students primarily engaged in learning English for entertainment, achieving an average score of 4.35, indicating a strong motivation linked to future job prospects and knowledge expansion Conversely, the motivation for learning English for communication and enjoyment was lower, with a score of 3.78, suggesting that the desire for effective communication did not surpass the appeal of entertainment and career advancement Furthermore, the sense of achievement in English learning did not emerge as a significant driving force behind students' dedication to their studies, highlighting a preference for learning that aligns with social expectations.
3.78 3.78 highly appreciates competent users of English worked for the research participants‘ motivation but the effect was still limited at the score 3.73.
Correlation between the students‘ motivation and their learning achievement
3.3.1 The correlation in comparisons of motivated students and low-motivated students
Table 4: The comparison of the learning achievement of motivated students and low-motivated students
Table 4 reveals the performance of motivated versus low-motivated students in their final test results Notably, 55 percent of motivated students scored seven or higher, while none in the low-motivated group achieved high marks This finding aligns with Gardner's study, which highlights a positive correlation between motivation and academic success (Masgoret and Gardner, 2003) However, the presence of motivated students who received lower scores or failed the course suggests that motivation alone does not determine achievement.
Motivation type No of marks
3.3.2 The correlation in comparisons of instrumentally-motivated students and integratively-motivated ones
Table 5: The comparison of the learning achievement of instrumentally-motivated students and integratively-motivated students
Table 5 presents statistics on student performance in the final test, highlighting the success rates of integrative versus instrumental motivation Notably, 67% of integratively-motivated students achieved high marks, with 8 out of 12 excelling, despite their smaller group size In contrast, while instrumental motivation had some positive impact, it was less effective, as evidenced by 4 students failing the test compared to 2 from the integrative group This analysis indicates a stronger correlation between integrative motivation and academic achievement than with instrumental motivation.
Pedagogical implication
The study provides valuable insights into the motivation of COFER students, specifically focusing on accounting students Despite being a single case, the findings highlight significant implications drawn from the data, enhancing the researcher’s understanding of student motivation in this context.
Motivation type No of marks
Instrumental 34/62 55% 4/62 6% understanding of the problem pushes him to think more about possible solutions for future improvement
Students generally have a positive attitude towards English and high motivation, but these factors alone do not guarantee high learning achievement It is essential for both teachers and students to recognize additional influencing factors related to teaching methods, student needs, and the learning environment Teachers should tailor activities to engage students' motivation types effectively With proper guidance and support from teachers, students can overcome past anxieties and increase their efforts toward achieving their language learning goals.
The study highlights the importance of integrative motivation in enhancing learning achievement, demonstrating that it is more effective than instrumental motivation Many students lack clear career goals and primarily focus on merely passing their courses, leading to unstable instrumental motivation that fails to drive sustained academic success In contrast, students with integrative motivation exhibit a genuine passion for learning English, even if they do not achieve their desired outcomes Consequently, educators should strive to shift students' motivation from instrumental to integrative, a process that requires consistent effort throughout their college experience.
After the study, the researcher withdrew valuable conclusions as follows:
First, COFER students had positive attitude toward learning English although the positive attitude was not expressed clearly by the students
Second, the students‘ general motivation was fairly high The students‘ instrumental motivation was higher than their integrative motivation Besides, there were still a small part of low-motivated students
The relationship between student motivation and learning achievement is positively correlated, indicating that students who are highly motivated tend to achieve better academic results However, this correlation is not particularly strong, as evidenced by some motivated students who still experienced test failures.
Fourth, the correlation between integrative motivation and learning achievement in this case was more sustainable than the correlation between instrumental motivation and learning achievement.
Limitations of the study
Despite the researcher's diligent efforts, the study has notable limitations The brief duration of the course may lead to immediate results, and it is challenging to manage all the factors that affect student motivation.
To enhance understanding of student motivation, it is essential to explore the factors influencing it and identify the key elements that should be prioritized for effective solutions This research will involve gathering data from both teachers and students to ensure comprehensive insights.
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APPENDIX A English-Learning Motivation Scale
The purpose of this research is to identify my students‘ attitudes and motivation in learning English
Tran Tuan Cuong College of Foreign Economic Relations
To participate in this investigation, please select the number corresponding to the option that best reflects your situation Your accuracy is crucial, as the success of this study relies on your responses.
1 Studying English is an enjoyable experience 1 2 3 4 5
3 I plan to learn as much English as possible 1 2 3 4 5
5 I would rather spend my time on subjects other than English 1 2 3 4 5
6 Learning English is a waste of time 1 2 3 4 5
7 I think that learning English is dull 1 2 3 4 5
8 When I leave school, I will give up the study of English entirely because I am not interested in it 1 2 3 4 5
9 Studying English can be important for me because I would like to meet foreigners with whom I can speak English 1 2 3 4 5
10 The British people are open-minded and modern people 1 2 3 4 5
11 The Americans are sociable and hospitable 1 2 3 4 5
12 The more I learn about the British, the more I like them 1 2 3 4 5
13 I would like to know more about American people 1 2 3 4 5
14 The British are kind and friendly 1 2 3 4 5
15 The Americans are kind and cheerful 1 2 3 4 5
17 Studying English can be important for me because I will be able to participate more freely in the activities of English groups
18 Studying English is important to me so that I can keep in touch with foreign friends and acquaintances 1 2 3 4 5
19 Studying English can be important for me because it will enable me to better understand and appreciate English art and literature
20 It is important for me to know English in order to know the life of the English-speaking nations 1 2 3 4 5
21 Studying English is important to me so that I can understand English pop music 1 2 3 4 5
22 Studying English is important to me because it will enable me to get to know various cultures and people 1 2 3 4 5
23 Studying English can be important for me because it will make me a more knowledgeable person 1 2 3 4 5
24 Studying English is important to me because without it one cannot be successful in any field 1 2 3 4 5
25 Studying English can be important for me because I may need it later (e.g., for job, studies) 1 2 3 4 5
26 Studying English can be important for me because other people will respect me more if I have knowledge of a foreign language
27 Studying English is important to me because an educated person is expected to be able to speak English 1 2 3 4 5
28 Studying English can be important for me because I will be able to search for information and materials in English on the
29 Studying English can be important for me because I will 1 2 3 4 5